ÐÏà¡±á>þÿ []þÿÿÿZÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á@ ð¿ž>bjbj×¦×¦ (fµÌµÌž6ÿÿÿÿÿÿˆ|||||||t t t t tè $z$ùûûûûûû$žRð¤|aaa||4 a.||ù aù || ,Y¬fÊÉt ùJ0z ”¥N” ||||”| ðŽ¦ Âä¦»ät ót Hi I’m Ann Coren, I’m a chemistry teacher. That statement usually elicits such responses as “Oh, I hated chemistry”, or “I wasn’t any good at chemistry” as the individual slowly backs away from me with an excuse to get a glass of wine. It’s a definite conversation killer at cocktail parties to be a science teacher. It is a high honor for me as a teacher to be part of this panel. I’d like to thank all of the people on the panel and those who put together this event, for inviting me to participate and for giving me the opportunity to speak for my peers. Mike Szesze and Nancy Shapiro did something truly wonderful when they began the VIP-K16 grant, bringing so many people together to form professional networks. Dr. Augustine documents in great detail examples of all of the problems leading to our concern about US loss of technological leadership. What I hope will come out of this symposium is seeds of change. Ideas for solving these problems. In regards to his question of which came first, the chicken or the egg, eggs were laid by dinosaurs, chickens evolved as the surviving descendents of those dinosaurs. So what’s going to happen to the US’ technological leadership? We have the embryo of success in our hands, are we going to go extinct or evolve? Even more dear to my heart, than the nation’s technological leadership, is the life of the planet, are we going to continue to destroy our home world due to scientific ignorance? In my opinion, it’s time for innovative thinking of a depth that has never before happened in education. We now have the beginnings of a research base on how humans learn science, clearly documented in such works as the National Academies’ report How Students Learn. We have the opportunity to do away with the antiquated Carnegie Units to do true STEM education. We also heard a fabulous talk last night from Uri Triesman highlighting his work reaching “at risk” populations, which if we can incorporate it into our planning gives me great hope for effective change. I’d like to thank Dr. Triesman for “asking the teachers.” And including them in his research. I shared the talk I’m about to give with many of my teacher peers, expressing trepidation about the consequences to my career. All of them said that I should go ahead with it, that it needed to be said, and that it was about time that it was said publicly, beyond the teacher’s staff rooms. I credit the VIP-K16 grant for making me a Master Teacher thereby giving me the confidence to be an advocate for change. There are several definitions of STEM. Is it strengthening each separate discipline, or is it a word STEM only because the parts function as a whole? When I speak of STEM, I choose to see it as an integrated whole. I have a lot of ideas, but here are three that I think will bring change: I. The time is ripe for a revolution in the structure of our public schools. Rising Above the Gathering Storm has set the stage. But really, Why change? Because: a. training teachers for STEM and putting them in the current public school structure is self defeating b. teachers need, no they must have, time for reflection and teamwork. c. we need to put decision making power in the hands of the expert practitioners who are best qualified to know how to do the job. II. We need to change the structure of our assessments. Current HSA tests do not foster innovative, creative thought. III. We need new, more reliable funding sources for education. Elaboration: I.a. My use of the word revolution, as it means to change society rather than just to circle another object, derives from Copernicus and Galileo as their work drove the change in society by changing the public’s conceptual understanding from the geocentric universe to the heliocentric universe. It will take the same vision, courage and scientific data to change the structure of our public schools which are so deeply embedded in our culture. On my Sabbatical year as an Albert Einstein Distinguished Educator Fellow at NASA I worked along side scientists whose backgrounds were complex, such as “bio-geo-chemist.” They were STEM all wrapped up in one person. They documented such things as ocean acidification and the resultant death of coral reefs. I went back to high school where biology, chemistry, physics and earth science are taught in separate classrooms; math isn’t even in the same wing of the building; technology is teaching the students how to create power point presentations and engineering doesn’t exist. All the teachers I know use examples in our instruction that bring the sciences together, but it’s not on the test. As it now stands, no matter how many new educators you recruit, or how well you train them, they cannot be innovative when they get on the job. As an analogy, it’s as though you trained a whole new cadre of crack pilots on innovative new aircraft, promising to reward them with fabulous jobs. Then what you gave them is jobs shoveling coal into train steam engines under regulations that will get them fired if they try to make the trains fly. I. b. Lets look at the TIME issues. With all of the new regulations a teacher’s job cannot be done in a 40 hour work week, or even a 60 hour work week. As an example, if it takes a student an hour to write a high school lab report, at top speed I can grade it with comments in 5 minutes. If I have 5 classes of 30 students each I have 150 students. 5 min. x 150 students is 750 min. = 12.5 hours of work. I am required to enter at least 3 grades per week. That’s the traditional teacher’s work. But, as you know, I also must also prepare well considered innovative lessons based on student data, with objectives, essential questions, activators, summarizers, formative and summative assessments, call parents, fill out numerous forms and do hall duty. Well, you get the picture. Did I mention that I have a 45 min. planning period each day? I’m told that scheduling my 45 minute planning period during the same period as the physics teacher so that we can collaborate is an insurmountable scheduling problem. It just won’t happen. +I suggest that we restructure the teacher’s job giving many tasks to support staff so that the teacher’s time is spent on improving instruction, rather than at the copy machine or calling the parents of absentees. TIME is not just an issue for teachers but for everyone in the public schools. Being aware that grants would soon be available to create innovative STEM programs, and having been trained to write grants during the Fellowship, I sought permission in my school to seek funds to reform the freshman science class for at risk students. My request fell on deaf ears, not for lack of interest, but for lack of time for each of the individuals I contacted as I pursued my ideas up the line from my Department Chair to the granting office. TIME is a black hole that sucks the life out of reform from within. For me the best part of the VIP-K12 grant was the time it gave us to meet as a cohort. I. c. Now to the schools’ power structure. As part of my Fellowship I visited the LASER program in WA state, speaking to Pinky Nelson. One of my questions was: “What was your biggest stumbling block to implementing your reform program in Science Ed?” The answer was the principals. This answer matches my own personal experience, having worked under 6 different principals. One of whom, after listening to some of my ideas for supporting the science program, said “What do you want me to do? I don’t know anything about science nor do I want to.” My suggestion: do away with the authoritarian role of principals per se, replace it with rotating “teacher leader teams” in which every teacher has to serve a term as an administrator and then return to the classroom. +In this way the team of teachers would keep administrative decisions closer to the realities of the classroom, a team would make sure that all of the disciplines are represented fairly and that the disciplines have to cooperate, integrating the disciplines in instruction, while knowing that their decisions, good or ill, would be in place when they return to being a peer. II. Addressing the need for assessment reform: I was a part of the movement pushing for test accountability. I was more than a part of it; I was a strong advocate for it. I saw too many students being left behind. The stories about the quiet kid in the back of the classroom who can’t read are real. I was on the MD State Chemistry Core Learning Goal writing team. But the accountability train went off the tracks. The very accountability that we sought to improve science education has stifled it, because you can’t test the inquiry which is at the heart of scientific and innovative thought. The type of accountability that was put in place, nation wide, pushed science out of the picture and increased the dropout rate. The current drop-out rate is approximately 24 %, depending on whose survey you’re looking at. That’s ¼ of our nation and many of them are my students! The whole push for testing has taken the joy out of learning and made people HATE science. Where I used to do research projects and inquiry labs, I now do “drill and kill” for the test. Now, I make my “drill and kill” fun with games and competitions, but I would rather teach the deep thought, the processes, which are the heart of science, and do a better job of answering the “why do we need to know this?” But, you might say, there are two types of indicators, content and process. Yes, they are there, but a teacher’s job evaluation is based at least in part on the percent of her students who pass the test. Therefore teachers teach to the test. Unless you can find a way to test true inquiry rather than the recognition of inquiry, deep, creative thought is not part of the educational process. The test structure is not STEM. Having worked on the MD State Chemistry Core Learning goals I can say that they were just that, Chemistry, not STEM. As part of my Fellowship, I worked on the Federal National Atmospheric Literacy Standards. They are STEM, incorporating chemistry, physics, biology and the earth sciences under one umbrella. I spent a year of the IPY working closely with groups doing Polar and climate change research. They created innovative educational materials, mostly for informal education. They are awesome materials! We need to be able to use those innovative approaches in public schools. GLOBE is the most amazing program out there. Al Gore began the GLOBE program which is funded by NASA and NSF. The program provides protocols for involving middle and high school students in environmental research in their own school yards and neighborhoods. Other nations that have adopted the GLOBE protocols outscore the US in the measures of science literacy. I attend the International GLOBE Conference in South Africa last June. In attendance were over 300 middle and high school students with their chaperones (500 + people) from over 50 nations and every continent. The students not only listened to environmental research presented by scientists, but they presented their research to the scientists and their peers. After 5 days of international networking and sharing there was a strong sense of one earth and one earth community working together for the common good. There is no GLOBE partner in Ï¡È±ÁÔÆæÍø. What have we done to our kids? The pressure to test has even eliminated recess in many schools. The resultant loss of the “executive functioning skills” that are only learned by playing outside and making up your own rules, is a dire consequence for our nation. Thanks goodness for the “No child left inside” movement. A big part of our success in effecting change will be determined by how well we re-educate parents: Parents are frequently concerned about “keeping up with the Jones’.” They enjoy the parental bragging rights: “My child’s test scores got her into Harvard!” Yes, but can your child think? Instead how about re-training parents to brag “my child invented _____”? The Jones’ are moving. There are reasons to celebrate: Last year as a Fellow we celebrated on Capitol Hill with congress the passing of the America Competes Act of 2007. Unfortunately there were no appropriations for it. III. Funding Sources for Education I think I’m correct in stating that in MD we fund education via property taxes and the Lottery. It’s an inadequate unstable base for the future of our nation. No wonder our system is antiquated. We need to come up with long term endowments or something like social security where each working person puts money in a fund dedicated to education. Perhaps we can tap into some of the money that will become available through the cap and trade bills that are now working their ways through congress. Conclusion: We are still using 19th century teaching methods to address 21st century problems. I have been teaching long enough to see teaching technology progress from chalk boards to white boards to Promethean Boards. Regardless of which of these technologies the teacher uses, in most classrooms the students are still sitting in desks or doing cookbook labs. They are not doing real inquiry and are definitely not doing STEM. I am not asking you, as you plan the next steps for Ï¡È±ÁÔÆæÍø, to color outside of the lines. I am asking you to start with a blank sheet of paper and redesign science education as it has never existed. This redesign will impact other fields as well and we should seek partners in Literacy, Social Studies and the Arts so that the redesign is comprehensive. To reiterate: We need a revolution that restructures the schools': power structure, priorities, assessments and funding sources. Then your new young enthusiastic cohort of STEM teachers will be effective in reforming instruction and setting our nation on a successful course. 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